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    Summary of Reasons For Unsuccessful English Learning in Algeria

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    Mourad English
    The document discusses factors that influence unsuccessful English learning in Algeria. It analyzes how the late age that English instruction begins in Algeria at around 13 years old, as well as little exposure to the language, negatively impacts learners. Additional negative influences include psychological factors like anxiety, social attitudes towards English, and unreliable pedagogical orientation that causes students to study against their will. The document concludes that early and increased exposure to English through specialized instruction is needed for successful learning.

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    Summary of Reasons For Unsuccessful English Learning in Algeria

    Uploaded by

    Mourad English
    115 views5 pages
    The document discusses factors that influence unsuccessful English learning in Algeria. It analyzes how the late age that English instruction begins in Algeria at around 13 years old, as well as little exposure to the language, negatively impacts learners. Additional negative influences include psychological factors like anxiety, social attitudes towards English, and unreliable pedagogical orientation that causes students to study against their will. The document concludes that early and increased exposure to English through specialized instruction is needed for successful learning.

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    The document discusses factors that influence unsuccessful English learning in Algeria. It analyzes how the late age that English instruction begins in Algeria at around 13 years old, as well as little exposure to the language, negatively impacts learners. Additional negative influences include psychological factors like anxiety, social attitudes towards English, and unreliable pedagogical orientation that causes students to study against their will. The document concludes that early and increased exposure to English through specialized instruction is needed for successful learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    115 views5 pages

    Summary of Reasons For Unsuccessful English Learning in Algeria

    Uploaded by

    Mourad English
    The document discusses factors that influence unsuccessful English learning in Algeria. It analyzes how the late age that English instruction begins in Algeria at around 13 years old, as well as little exposure to the language, negatively impacts learners. Additional negative influences include psychological factors like anxiety, social attitudes towards English, and unreliable pedagogical orientation that causes students to study against their will. The document concludes that early and increased exposure to English through specialized instruction is needed for successful learning.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 5

    Summary Of Reasons For Unsuccessful English

    Learning In Algeria
    Reaserch paper in Methodology Module

    TEKKOUK Mohamed El_Hilal

    L3/G06
    Abstract

    The present paper describes the factors that make good or bad language learners. As far as
    Algerian English learners are concerned, I will deal with the negative influences on these
    learners which resulted from different factors such as the critical age at which English
    learning takes place in Algeria. The paper will be concluded with some suggestions that may
    be useful for successful English learning. My analysis and study are not based on controlled
    investigation but rather on my personal experience.

    Introduction

    Language acquisition and language learning are among the topics that gave birth to a


    heated debate and many contrasting viewpoints amongst linguists. Deep and serious
    investigations conducted by many scholars claim that there are different factors which decide
    the success or failure of language learners. Age, for instance, is a factor which has much to do
    with learning. Language learning is also affected by other factors such as society and
    pedagogy.

    1. Age

    Of controversy amongst researchers Both language acquisition and language learning are


    successful whether the learner is young or old. Long-term studies claim the superiority of
    the young ones. This supports Krashen’s (1987, p.43) claim: “…It is not simply the case that
    “younger is better””. The fact of being faster can be explained by Steinberg’s (1993,. P 215)
    claim: “...adult learners are more successful than younger learners because they know how to
    be students”.

    Long-term studies pointed out the success of young children over older children, and old
    children over adults. Psycholinguist Thomas Scovel ( 1988) claimed: “ The critical period of
    accentless speech simply means that adults will never learn to pass themselves off as native
    speakers phonologically...”. The findings demonstrated that children acquire native
    pronunciation in a second language because they possess the flexibility in motor skills that
    adults do not have.

    Some neurologists and psycholinguists relate the decline in the ability to learn a language


    with the two crucial phenomena that take place at the level of the brain. The loss of flexibility
    of neurophysiologic programming of neuromuscular coordination mechanism that results the
    inability to control the articulators necessary in second language pronunciation. The decrease
    in the number of brain cells in the cortex which affects individual's memory. Successful
    acquisition of language typically happens by 4, is guaranteed for the children up to the age of
    six, is steadily compromised from then until shortly before puberty.

    2
    In Algeria, English starts to be learned at about delay in learning English and little
    exposure to this language make learners much influenced by their first language or by French.
    This influence is revealed at different levels: phonology, grammar, word-for-word translation,
    etc. Learners find difficulty in articulating some sounds especially in spontaneous speech. In
    the Algerian schools, English starts to be learned at about 13 of age. In Algeria, one can
    easily notice that students Parents, for instance, are felt to be a crucial source of positive or
    negative attitudes. English and mainly French are still considered by some people to be the
    languages of enemy. Students are not influenced only by their parents but by their teachers.
    In Algeria, one can notice that students are much influenced by different sources of attitudes.
    Parents and grandparents relate foreign languages to historical events.

    2. Psychological factors

    Besides age, researchers, namely psychologists and applied linguists, see that psychological
    side plays a crucial role in language acquisition and learning. Two kinds of anxiety can be
    distinguished: trait anxiety that is an inbuilt tendency to feel anxious, and situational anxiety
    that learners experience in particular contexts. Personality, being a factor that explains
    differences in second language learning, includes risk taking, empathy, tolerance of
    ambiguity, inhibition and extroversion. The success of extroverts in oral communicative
    speech, and the one of introverts in listening comprehension, reading, pronunciation and
    grammar can be explained by the characteristics of both types of individuals. Motivation,
    which attracted attention of many researchers and teachers, is regarded to be one of the most
    important affective factors. Lambert and Gardner (1959), being the first to deal with
    motivation, distinguished between integrative and instrumental motivation. Contrary to these
    findings, recent studies stated that, in some learners, motivation resulted from success in
    learning .

    3. Social factors

    It is strongly believed that motivation is much affected by attitudes towards the target


    language and its speakers. In other words, positive attitudes make the learner attain success
    and the opposite is true. Other research saw the absence of the correlation between attitudes
    and language learning. Negative attitudes do not necessarily mean failure or success
    in language learning.

    4. Pedagogical factors

    Another factor that is well worth mentioning here is Pedagogical principles seem to have
    impacts on both teacher's and learner’s ability. Age at which English learning takes place is
    considered to be the critical age by many scholars. Unreliable orientation that makes many
    students study English against their will. Pedagogues thought to have a powerful effect
    on language learning. While age and socio-psychological aspects affect only the learners’
    ability, pedagogical principles seem to have impacts on both teacher's and learner's ability.

    3
    Conclusion

    From what has just been mentioned, one can safely Successful English learning happens if
    it takes place at an early age since this period is strongly believed to be beneficial at many
    levels. Successful learning also depends on the quality of teaching and the amount of
    exposure to the target language. Learners must be much more exposed to target language in
    classroom and even outside the classroom. And must be taught by language specialists with
    developed materials such as computers. This period is strongly believed to be beneficial at
    many levels. The more they communicate in this language, the higher level of proficiency
    they reach.

    References

    - Ellis, R. 2004. Individual differences in

    Second Language Learning. In A. Davies and C.

    Elder (eds). The Handbook of applied linguistics.

    Blackwell publishing. Electronic version.

    2- Gruba, P. 2004. Computer Assisted Language

    Learning (CALL). In A. Davies and C. Elder (eds).

    The Handbook of applied linguistics. Blackwell

    publishing. Electronic version.

    3- Johnson, K. 2001. An Introduction to Foreign

    Language Learning and Teaching. Longman,

    Person Education.

    4- Krashen, S. D. 1981. Second Language

    acquisition and Second Language Learning.

    Pergamon Press Inc. Electronic version.

    5- Krashen, S. D. 1987. Principles and Practice

    in Second Language Acquisition. Practice-Hall

    English Language Teaching.

    6- Larsen-Freeman, D., and Long, M. H. 1991.

    An Introduction to Second Language Research.

    Candlin, C. N (ed). Longman.

    4
    7- Steinberg, D. D. 1993. An Introduction to

    Psycholinguistics. Longman.

    8- Wesche, M. B., and Ready, D. 1985. Foreigner

    Talk in the University Classroom. In S. M. Gass

    and C. G. Madden (eds). Input in Second Language

    acquisition. Series on Issues in Second Language

    Research. Newbury House.

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